scholarly journals FACTORS OF THE DEVELOPMENT OF THE DOMESTIC THEORY OF EDUCATION MANAGEMENT IN THE SECOND HALF OF THE XX CENTURY

2020 ◽  
pp. 190-198
Author(s):  
Елена Анатольевна Кошкина ◽  
Лия Александровна Мелкая
Keyword(s):  
20Th Century ◽  
Social Institution ◽  
Sociocultural Factors ◽  
Educational Systems ◽  
Education Management ◽  
Leading Role ◽  
Theory Of Education ◽  
Second Period ◽  
Different Levels ◽  
Socio Economic Factors

Рассматривается процесс развития отечественной теории управления образованием второй половины ХХ в. Показаны социально-политические предпосылки формирования управленческих идей в образовании. Обозначена зависимость развития отечественной теории управления образованием от задач, поставленных властью перед образованием как социальным институтом. Представлена авторская периодизация развития отечественной теории управления образованием второй половины ХХ в. Четыре выделенных периода описаны с учетом факторов детерминации развития теории управления образованием второй половины ХХ в. В рамках первого периода (1950-е – начало 1960-х гг.) ведущую роль сыграли социально-экономические факторы, определившие курс на повсеместную политехнизацию, что поставило новые управленческие и методические задачи перед образовательными системами разного уровня. Второй период (1964–1985 гг.) отличают концептуальные факторы, оказавшие влияние на трансформацию идейного поля управления образованием. Третий период (1985–1991 гг.) характеризуется повышением влияния социокультурных факторов, обусловленных изменениями эпохи перестройки. Четвертый период (с 1990-х гг. – конец ХХ в.) отражает расширение методологического поля отечественной теории управления образованием, детерминированное междисциплинарными связями управленческой науки. The process of development of the national theory of governance of the second half of the 20th century is considered. The socio-political prerequisites for the formation of management ideas in education are shown. The dependence of the development of the national theory of education management on the tasks set by the authorities before education as a social institution is indicated. The author’s periodization of the development of the national theory of education management in the second half of the 20th century is presented. Four allocated periods are described taking into account the factors of the determinant of the development of the theory of education management in the second half of the 20th century. In the first period (50’s – early 60’s), socio-economic factors played a leading role, determining the course of widespread polytechnification, which set new management and methodical tasks for educational systems of different levels. The second period (1964–1985) is distinguished by conceptual factors that influenced the transformation of the ideological field of education management. The third period (1985–1991) is characterized by an increase in the influence of sociocultural factors caused by changes in the perestroika era. The fourth period (from the 1990s to the end of the twentieth century) reflects the expansion of the methodological field of the national theory of education management, determined by the interdisciplinary relations of management science.

«The Forties, Fateful…» in David Samoylov’s Poetry: a Lingvo-stylistic Analysis of Three Poems about War (To the 100th Anniversary of the Birth)

2020 ◽  
Vol 81 (3) ◽  
pp. 63-69
Author(s):  
E. A. Frolova
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
100Th Anniversary ◽  
Stylistic Analysis ◽  
Creative Work ◽  
Creative Activity ◽  
War Poetry ◽  
Artistic Manner ◽  
Different Levels ◽  
Linguistic Means

The article presents an analysis of three poems about war («The Tale of Our Lady and Russian Soldiers» («Slovo o Bogoroditse i Russkih Soldatah»), «The Attack» («Ataka»), «The Forties» («Sorokovye»)) written by D. Samoylov in different periods of his creative activity. On the basis of the existing research of the creative work of the famous poet of the 20th century, a multilevel characteristic of his war lyrics is given. The aim of the article is to characterize the specific features of the poetic language of such an original author by means of a lingvo-stylistic analysis of D. Samoilov’s poems, to reveal the richness and diversity of his artistic manner. The following research methods were used: analytical reading, comparative analysis, ontological method, a multilevel analysis of poetry. The author accentuates reminiscences in D. Samoilov’s war poetry, the contrast and contrast means, repetition as an artistic device, paronomasia in the stylistic mixture of linguistic means belonging to different levels. A multidimensional poet’s approach to the theme of the war is the conclusion of the article.

Shaping analytic geometry as a secondary school subject. A comparative study

2020 ◽  
pp. 43-56
Author(s):  
Maria Cristina Araújo de Oliveira ◽  
José Manuel Matos
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Comparative Study ◽  
20Th Century ◽  
19Th Century ◽  
Educational Systems ◽  
Analytic Geometry ◽  
School Subject ◽  
Late 19Th Century

A comparative study exploring textbooks used in two distinct educational systems, Brazil and Portugal, was performed focusing on the ways in which analytic geometry was developed as a secondary school subject. Our analysis concentrates on textbooks from the late 19th century until the middle of the 20th century known to be used in schools. Keywords: history, analytic geometry, textbooks, mathematics education

Reich, Lilly (1885–1947)

2018 ◽  
Author(s):  
Carla Cesare
Keyword(s):  
New York ◽  
20Th Century ◽  
Modern Art ◽  
Set Design ◽  
Museum Of Modern Art ◽  
Early 20Th Century ◽  
Leading Role ◽  
Mies Van Der Rohe

Lilly Reich was a German-born designer who created interiors, displays, and exhibitions in the early to mid-20th century. She was active in the Deutscher Werkbund and in the Bauhaus, and was the first female architect to be given a retrospective at the Museum of Modern Art in New York in 1996. Reich’s career as a female designer has been said by critic Beatriz Colomina to be an example of the collaborative nature of architecture in which women have often played an unspoken role. Reich was one of the few female designers to have played a leading role in the early 20th century, yet she has gained little academic renown. As is common for female designers of the time they are often known in relation to their work with more prominent male architects or designers; for Reich, Ludwig Mies van der Rohe was both a personal and professional partner. Reich, who came from a wealthy manufacturing family, studied in 1908 at the Wiener Werkstätte and then in 1910 at the Höhere Fachschule für Dekorationskunst in Berlin. Like many women of the period she focused on textiles, needlework, and fashion as well as set design and display.

scholarly journals Comparative analysis of the application of educational technologies for sustainable development

2020 ◽  
Vol 169 ◽  
pp. 05001
Author(s):  
Lyudmila I. Sokolova ◽  
Dmitry S. Ermakov
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Educational Technologies ◽  
Educational Systems ◽  
Analysis Method ◽  
General Evaluation ◽  
Age Related ◽  
Content Analysis Method ◽  
Psychological Features ◽  
Different Levels

It must be admitted that education is the necessary requirement, and educational technologies are the important tools of implementation for sustainable development. This study is based on a comparative and pedagogical approach. Having used the content analysis method we have considered the data of national reports (2018) from 31 countries on implementing the Strategy of education for sustainable development (ESD) of UNECE (sub-indicator 2.1.3) and defined pedagogical technologies applied at different levels of formal, non-formal and informal education. Besides, the rating of technologies according to the frequency of their usage for 0–8 levels has been made. The revealed differences we explain by age-related psychological features of students and pupils, as well as the national peculiarities of educational systems. Moreover, a brief overview about additional educational technologies and methods that are outside the framework of the current ones (non-formal and informal education in particular) has been prepared. The results of experts’ survey in Russian Federation carried out in 2019 have been introduced. The general evaluation of progress in the field of ESD with the 3-point scale (0.7; in progress) and estimation of indicator 2.1 (0.9; in progress) has been defined. We also characterised the revealed educational-methodical achievements.

Giacomo Devoto 1898–1974

1982 ◽  
Vol 9 (3) ◽  
pp. 495-513
Author(s):  
Paolo Ramat
Keyword(s):  
20Th Century ◽  
Social Institution ◽  
Point Of View ◽  
The Other ◽  
European Studies ◽  
History Of Linguistics ◽  
History Of ◽  
Scientific Significance ◽  
To Come ◽  
The Relationship

Summary The paper essays to give a brief survey of the imposing and complex work of Giacomo Devoto (1897–1974), with particular emphasis on its principal traits seen both from the point of view of the history of linguistics and its scientific significance. Especial attention is drawn first of all to Devoto’s position vis-à-vis Benedetto Croce’s Idealism and the linguistic positivism of the first half of the 20th century. It seems possible to define Devoto’s position as a dialectic one between these two intellectual currents, which eventually led to an historicism, which actually was typical of the Italian linguistic tradition. From this viewpoint then Devoto’s understanding of language as an ‘institution’ is examined, including his intervention in the dispute between N. Ja. Marr and Stalin. After having dealt with his concept of a ‘stylistics of language’, which returns to regarding langue as an historicaland social institution, and its difference from a literary stylistics, Devoto’s Indo-European studies are examined. Here, the question of the relationship between linguistics and the other disciplines concerned with antiuqty is discussed, a relationship which Devotohad been obliged on several occasions to come back to. The ‘Devotian’ position is presented critically with the help of discussions which Devoto himself had entertained, with archaeologists and with linguists.

Sociocultural Factors and the Global Goals of Education for All

2020 ◽  
Author(s):  
Eric A. Hurley
Keyword(s):  
Culturally Responsive ◽  
Basic Education ◽  
Universal Access ◽  
Good News ◽  
Sociocultural Factors ◽  
Education For All ◽  
Educational Systems ◽  
The World ◽  
Worthy Goal ◽  
Social And Cultural Factors

All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues.

scholarly journals Perception and Barriers to Implementation of Intensive and Extensive Green Roofs in Dhaka, Bangladesh

Buildings ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 79 ◽  
Author(s):  
Md Aslam Hossain ◽  
Shahriar Shams ◽  
Mahmud Amin ◽  
Md Sumon Reza ◽  
Tanvir Uddin Chowdhury
Keyword(s):  
Construction Industry ◽  
Fossil Fuels ◽  
Green Roofs ◽  
Climatic Conditions ◽  
Economic Factors ◽  
Complete Darkness ◽  
Barriers To Implementation ◽  
Extensive Green Roofs ◽  
Different Levels ◽  
Socio Economic Factors

Buildings are one of the biggest consumers of fossil fuels, and thus, contribute largely to greenhouse gas emissions. As a result, a large number of studies have been conducted and innovative ideas or green solutions have been invented, adopted, and implemented across the globe. These solutions are often contextual and heavily dependent on local environmental and socio-economic factors. Green roofs are such an example. Green roofs (both intensive and extensive) for buildings have been successfully adopted in many countries around the world. Bangladesh, a developing country that can benefit from green roofs, seems to remain in complete darkness regarding its potential. The objective of this study is to identify the reasons why green roofs have not been widely implemented in Bangladesh, especially in the capital Dhaka, even though, theoretically, the climatic conditions of this country favor this technology. This study focuses on the perception of the construction industry to comprehend the possible obstacles they are facing towards using green roofs in their designs. A questionnaire study was conducted among architects, engineers, construction managers, contractors, and owners who are at different levels of experience in their respective fields. The results indicate a gap in knowledge and misconceptions, which are major hindrances to the implementation of green roofs.

scholarly journals Odd Stanzas

2014 ◽  
Vol 1 (1) ◽  
pp. 28-54 ◽  
Author(s):  
Barry P. Scherr
Keyword(s):  
20Th Century ◽  
Early 20Th Century ◽  
English Verse ◽  
Russian Poetry ◽  
Second Period ◽  
Formal Features

Stanzas with seven and nine lines have had a long tradition in English verse, but stanzas with an odd number of lines and longer than five lines occur relatively rarely in Russian. Indeed, Russian poetry has never developed a strong tradition of longer lines with an odd number of stanzas, despite two moments when they might have achieved wider acceptance. From the 1820s through the 1840s a few poets, including Lermontov and the less known Kjukhel’beker, composed some notable experiments with these forms. Even Lermontov’s famous Borodinskaja strofa did not attract many imitators, although a number of poets throughout that century and up to the present day have continued to write poems in stanzas with 7, 9 and even 11 or 13 lines. The second period occurred during the early 20th century, but among modernist poets the interest in stanzas was focused more on traditional forms, such as the sonnet. Perhaps because of their rarity, the odd stanzas found among Russian poets most often serve as the platform for complex and unconventional rhyme schemes, often accompanied by other striking formal features as well.

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